MAISA
Oakland Schools
Curriculum Unit
ELA Tenth Grade
Writing the Argument:
Op-Ed
1
ELA Grade 10
Writing the Argument—OP-ED
July 2011
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ELA Grade 10
Writing the Argument—OP-ED
July 2011
Module Title: Writing the Argument: Personal Essay
Module Description (overview): This module engages students as both readers and writers. As readers,
students will study the elements of Op-Eds by annotating published Op-Eds for structure, tone, audience,
claim, counterclaim, evidence, and warrant (reasons). Through strategies, such as talking to the text,
students will personally respond to Op-Eds. They will be able to identify the elements of an Op-Ed piece
and how these elements work together to develop a line of reasoning. They will summarize and analyze
the explicit and implicit details in the text thus evaluating the Op-Ed’s validity. Through consideration of
diction and bias, students will determine whether the warrant (reason) is assumed/implied or explicitly
stated.
As writers, students will research issues of personal and community relevance to develop a stance and
write an Op-Ed. Through original inquiry, students will gather information from primary and secondary
resources; they will analyze and synthesize to inform and support their claim(s) and counterclaim(s).
They will craft and revise the Op-Ed with appropriate word choice, style, and voice for an authentic
audience and purpose.
Unit Assessment Task
After researching information texts and media as well as gathering information through primary research
on an issue/problem/conflict of personal, community or societal concern, write an Op-Ed that argues the
causes of this issue/problem/conflict and explains the effects on society. What implications can you
draw? Support your discussion with evidence from research.
Reading
Immersion
Development
of Ideas—
Planning and
Drafting
Formative Assessment Tasks
Annotation Self-Assessment Task: What strategies or techniques do Op-Ed authors
universally use? After studying a series of Op-Eds, identify the common elements
and evaluate which Op-Ed most effectively combines these elements to create a
valid line of reasoning. L2. Explain how the writer’s combination of elements is
effective. Consider explicit and implied evidence, diction and bias, and audience
awareness. L3. Identify and explain unique aspects of the writer’s craft and style that
make it effective.
Project Folder Self-Assessment Task: After writing and revising your Op-Ed, trace
the diction to determine explicit and implied bias. Consider the effectiveness of this
choice of diction and devise a revision plan to reduce bias and increase validity. In a
brief reflection, state how the elements connect to argue your claim about this
issue/problem/conflict in a logical way. Review the rubric and consider three areas in
your reflection: 1) Focus; 2) Controlling Idea; and 3) Development.
Grade(s)/Level: Grade 10
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ELA Grade 10
Discipline: ELA
Module Focus: Writing the Argument
Writing the Argument—OP-ED
July 2011
Standards
Common Core Standards: Narrative: The following College and Career Readiness (CCR) anchor standards
apply to reading and writing in narrative template tasks. Refer to the 6-12 standards for gradeappropriate specifics that fit each task and module being developed. The standards numbers and general
content remain the same across all grades, but details vary.
Number
1
3
8
9
10
1
4
9
10
4
CCR Anchor Standards for Reading (Argumentation)
Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
Analyze how and why individuals, events, and ideas develop and interact over the course of
a text.
Delineate and evaluate the arguments and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and information texts independently and
proficiently.
CCR Anchor Standards for Writing (Argumentation)
Write arguments to support claims in an analysis of substantive topics or texts by using
valid reasoning and relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Draw evidence from literary or information texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audience.
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Instructional Ladder and Pacing Guide:
Instructional Ladder and Pacing Guide:
*Daily pacing of the modules sessions is based on a 50 minute class period. Individual teacher pacing
will change based on duration of the class period, student population, familiarity with content,
process, and/or instructional practices.
Instructional Sequence/ Scaffolding
Instruction scaffolds students through a four-tiered process.
1. Teaching Point: Teacher models the strategy, process, skill, or habit of mind using a mentor text written
by the teacher, students, and/or published writers or other materials.
2. Active Engagement: Students rehearse the writing, thinking, and/or critical reading or viewing just
modeled by the teacher.
3. Independent Practice: Students complete a mini-task independently or in small collaborative groups.
During independent practice, the teacher confers with individuals or small groups to assess student
performance to differentiate the lesson and task. Teacher may stop the independent practice to adjust
the mini-task and/or session teaching point or for planned teaching points that extend or deepen
student performance.
4. Share: Students share to read, examine, analyze, and/or reflect on the range of responses created by
other students. Sharing also enables students to self-monitor effective strategy use. The teacher may
also share an exemplar to reinforce or enhance the session’s teaching point(s) and student enactment.
5
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Teaching Points
READING IMMERSION
1. Critical citizens read and write to engage in the world. They see problems that concern them and study
the problem so they can voice their opinion and back it up with facts and thoughtful statements.
2. Writers of Op-Eds study the genre in order to build a model and menu of the writing they wish to use to express
their ideas about the world. Critical readers of Op-Eds use a first, second, and third draft reading process to study
the Op-Ed genre.
3. Critical readers identify the audience and evaluate the bias and validity of the author’s argument.
4. Writers of Op-Eds develop a habit of engaging with and responding to the world. Critical citizens engage
in conversations and propose actions for the issues that matter to them.
Reading
Immersion
Formative Assessment Tasks
Annotation Self-Assessment Task: What strategies or techniques do Op-Ed authors
universally use? After studying a series of Op-Eds, identify the common elements
and evaluate which Op-Ed most effectively combines these elements to create a
valid line of reasoning. L2. Explain how the writer’s combination of elements is
effective. Consider explicit and implied evidence, diction and bias, and audience
awareness. L3. Identify and explain unique aspects of the writer’s craft and style that
make it effective.
WRITER’S NOTEBOOK
5. 5.1 Writers of Op-Eds develop a habit of engaging with and responding to the world.
5.2 Writers of Op-Eds ask: What do I do with this issue/problem/conflict? What does it do to me? They
use these questions to develop an inquiry in which they research texts (print, digital, visual) to
develop claims and counterclaims on the issue/problem/conflict of personal interest.
6. Exploring the multiple angles of an issue/problem/conflict leads to a personal inquiry.
7. Researching an idea/problem/conflict using both primary and secondary research.
PROJECT FOLDER
Pre-write and Draft
8. Op-Ed writers use a variety of elements to structure and develop a line of reasoning.
9. Experimenting with the structure of an Op-Ed can serve as “one way” to write the first draft of an essay.
10. Op-Ed writers identify an audience in order to make choices using common and unique elements to
design the structure of their essay. The combination and order of elements enables the writers to draft
a convincing Op-Ed that establishes a line of reasoning.
Revise
11. Op-Ed writers create a line of reasoning as they order the elements in their essay. This order creates
the logical relationship of the primary and secondary evidence, claims, counterclaims, and warrants
(reasons).
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ELA Grade 10
Writing the Argument—OP-ED
July 2011
Development
of Ideas—
Planning and
Drafting
Formative Assessment Tasks
Project Folder Self-Assessment Task: After writing and revising your Op-Ed, examine
the diction to determine explicit and implied bias. Consider the effectiveness of this
choice of diction and devise a revision plan to reduce bias and increase validity. In a
brief reflection, state how the elements connect to argue your claim about this
issue/problem/conflict in a logical way. Review the rubric and consider three areas in
your reflection: 1) Focus; 2) Controlling Idea; 3) Development.
12. Op-Ed writers evaluate their essay for bias and validity. They trace the diction and methods of appeal to
reduce or control emotional appeal and develop a logical argument.
Edit
13. Editing accomplishes more than correcting spelling and inserting punctuation. Writers carefully review
their writing at the sentence level to determine if the sentences are clear and complete and/or to
ensure they have a variety of sentences to engage a reader.
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ELA Grade 10
Writing the Argument—OP-ED
July 2011
READING IMMERSION—TEXT ANNOTATION AND READER’S NOTEBOOK
Session 1
Defining how reading and writing is living in the world as a critical citizen.
Preparation



Teaching
Point
Active
Engagement
Independent
Practice
Identify and collect articles, news blogs, digital news sources, political cartoons, magazines
that you regularly read and/or ways you write to engage in the world.
Visit www.opedproject.org for arguments that changed the world and/or YouTube video of
Katie Couric.
Create text sets containing 2 different texts: one for active engagement and one for
independent practice. Select 2-6 texts (visual and print) that are ways an individual could read
and/or write to engage as a critical citizen. Organize in text sets. Determine if you want every
student to have the same text-set or if you want a range of text-sets in the room to expand the
conversation after students examine and engage in a single text-set.
Possible Mentor Texts
 New York Times or Google for the titles
o “A Simple Glass of Water” by Ted Fishman
o “Don’t Blame the Eater” by David Zinczenko
Critical citizens read and write to engage in the world. They see problems that concern
them and study the problem so they can voice their opinion and back it up with facts and
thoughtful statements.
Teacher Model and Think-aloud: Model the ways you read and write to engage in the world as a
critical citizen. Show the range of ways an individual can engage critically in the world. Define how
being a reader can impact the way a person lives in the world. Define how writing blogs, Op-Eds,
editorials can impact the way a person lives in the world.
Preparation Task: Review the text-set. Determine which text is more engaging to you. Why is it
engaging and how might you use this reading to engage more critically in the world?
Turn and Talk: Compare your choices.
Report out student findings.
Mini-Task: Read and annotate both articles in a way that increases your engagement while reading.
In your reader’s notebook, 1) summarize the central idea of each article using SomethingHappened—And—And—So; 2) talk-back to each article.
Intervening to Extend Instruction: Confer to support students as they identify the details that will
fit into the summary template. If confusion is occurring, stop the lesson and model again a way to
find the information and create a stick of facts and/or the personal experience.
Share
Assessment
8
Preparation Task: Select a bit of evidence or a line or passage that propels you to act. What is the
impact of reading this article on you and your life? Is there someone you would like to talk to about
the idea in the reading? Is there a way of thinking or acting that you might consider for yourself or
others? Write an action statement in your reader’s notebook.
Turn, Read, and Talk: Read your statements to your partner. Compare your thinking and discuss the
ways a reading could impact a person.
Report Out: Listen to several partnerships then facilitate a conversation that defines living as a
critical citizen and engaging in the world of ideas and arguments by reading, responding, acting [in
small ways].
Exit Slip Task:
What kind of reader are you? How often do you engage with the world by reading about the ideas
and arguments of others?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Something-Happened—AND—AND—SO
Model Summary from “A Simple Glass of Water” by Ted Fishman
SOMETHING
HAPPENED
(Summarize an event that impacted the author.)
It was a blistering hot day in Chicago and the author was out with his wife and son doing
errands when the heat became unbearable and he wanted water. The coffee shop would only
give him a tiny glass of water. It limits water because it sells water.
AND the author
studied the
problem
(List the facts or information about the issue, problem, or conflict.)
1. The author found that selling water is a growing industry making $35 billion dollars a year
and is expected to grow 15% in the next four years.
2. Waiters are taught to sell a drink of water rather than automatically bring water to a table.
Giving water to strangers is no longer a customary way to do business.
3. Water fountains are disappearing in theaters and gas stations.
AND the author
had a personal
connection
(Tell a story that connects the author personally to the issue, problem or conflict.)
The author remembered traveling in Indonesia in an area where water was precious, but it was
customary to give water to any person requesting it, even a stranger.
SO he made
a claim
(State a claim.)
The author claims that giving water for free is an important custom and a bare minimum for
humane behavior.
Op-Ed Title________________________________________ Author: _____________________________
SOMETHING
HAPPENED
AND the author
studied the
problem
AND the author
had a personal
connection
SO he made
a claim
Adapted from Summarization in Any Subject by Rick Wormeli
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ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 2
Studying the Op-Ed as A Genre with a Three-Draft Reading Process
Preparation
Identify and copy 2-4 short Op-Eds that will engage your students.
Use one for teacher modeling throughout the session. Examples found in New York Times: “A
Simple Glass of Water” by Ted Fishman or “Don’t Blame the Eater” by David Zinczenko.

Copy one for the daily lesson and several others so students have a choice for annotation
homework.

Create an Argumentative Elements Chart
Writers of Op-Eds study the genre in order to build a model and menu of the writing they wish to
use to express their ideas about the world. Critical readers of Op-Eds use a first, second, and third
draft reading process to study the Op-Ed genre.


Teaching
Point
st
1 Draft Read
Teacher Model and Think-aloud: Model First Draft Read
 Highlight the claim(s) and/or sentences that seem to explain the purpose of the article.
 Write a 3-5 sentence summary stating the claim and the gist of why the writer believes this
claim is important to argue.
 Then write a “Headline” that paraphrases the summary. [Sentence Headline for “A Simple Glass
of Water” by Ted Fishman. Inhumane Business Practice Uses Deprivation to Sell Water]
Preparation Task: Read and annotate the Op-Ed and write a summary.
Active
Engagement
Teaching Point
2nd Draft Read
Independent
Practice
Teaching Point
3rd Draft Read
Independent
Practice
Assessment
10
Turn and Talk: Compare your annotations and summaries. Then collaboratively write a headline.
Report out student findings. Write several partnership headlines on the board. Compare various
headlines and discuss how using language from the article affects the clarity of the headline.
Critical readers use a second draft reading to identify the argumentative elements.
Teacher Model and Think-aloud: Model Second Draft Read
Mini-Task: Complete a second draft reading. Annotate the argumentative elements. Talk-back to
the argument in your reader’s notebook.
Intervening to Differentiate Instruction
Confer one-to-one or create a small group to facilitate identification of elements.
Turn and Talk: Compare annotations. Agree on claim, counterclaim, and pieces of effective
evidence.
Report Out: Collaboratively identify the claim and counterclaim.
Critical readers use a second draft reading to identify, analyze, and evaluate the line of reasoning.
Teacher Model and Think-aloud: Model Third Draft Read
 Demonstrate how to complete an Analysis Matrix to track a line of reasoning in an Op-Ed.
Mini-Task: Complete a third draft reading. Use the Analysis Matrix to track the line of reasoning.
Intervening to Differentiate Instruction
Confer one-to-one or create a small group to facilitate identification of elements.
Turn and Talk: Compare Analysis Matrix. Name the shifts the writer chooses to persuade a reader.
Report Out: Collaboratively name the way the writer angles and re-angles the supporting claims,
counterclaim(s), and evidence to effectively argue his primary claim.
Exit Slip Task:
What strategies that you have learned in previous units did you use to complete this rigorous threedraft reading process? How does this process develop your critical reading of an Op-Ed?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Analysis Matrix
DIRECTIONS: Read and analyze an Op-Ed. 1) Identify an idea or position the writer states as they
appear sequentially in the article. 2) Write the sentence or two that explains that idea or position in the
text. 3) Write your thinking on this idea.
Idea or Position
The Author’s Thinking
My Thinking
Adapted from Summarization in Any Subject by Rick Wormeli
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ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 3
Tracing Diction Usage to Identify Bias

Create a clean copy of the teacher-text and the student-text from Session 2.
Preparation
Teaching
Point 2.1
Active
Engagement
Independent
Practice
Share
High
Engagement
Option
Assessment
12
Critical readers identify the audience and evaluate the bias and validity of the author’s
argument.
Teacher Model and Think-aloud: Model tracing language usage [diction] to identify bias.
 Define bias using an advertisement. Identify the language and visual images/color/size that
supports the bias that seems apparent in the ad. Identify the audience for the ad.
 Think-aloud ½ of the article to identify the emotional, positive, and negative language that makes
an explicit statement or implies a statement about the writer’s bias.
 Explain how a single word or two suggests a bias.
 Explain how a combination of words traced through the work support, extend, or clarify that bias.
Turn, Talk and Write: Finish reading the teacher-text to identify additional words that both explicitly or
implicitly reveal the author’s bias. Does the writer’s bias remain the same or change as the article
progresses.
Report out student findings. Identify the audience based on a closer reading the article.
Mini-Task: Reread the article you studied in Session 2. Track the language usage to identify the
audience and bias of the writer.
Intervening to Differentiate Instruction
 Confer to facilitate student thinking and analysis of the biased language.
Turn and Talk: Compare and come to consensus on the language usage, bias and audience.
Report Out: Discuss the range of the common observations. Determine the bias and the possible
audience the writer has in mind.
Create a Wordle Cloud [www.wordle.net] using the entire text from the Op-Ed. Analyze the word-sizes
that emerge. Compare this information with the bias identified with the class.
Assign a homework or extra credit Wordle Cloud for student essays.
Exit Slip Task: What did you learn about the decisions that writers make to connect to a reader? How
did this knowledge enable you to identify and evaluate the writer’s bias?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Preparation


Session 4
Expanding Reading Attitudes, Habits, and Taste
Identify materials and management of a mini-literature circle experience with Op-Eds.
Copy the “Making Meaning Protocol” from www.nrsfharmony.org.
Writers of Op-Eds develop a habit of engaging with and responding to the world.
Teaching
Point
Critical citizens engage in conversations and propose actions for the issues that matter to them.
Teacher Model and Think-aloud: Model the process for collaboratively selecting a reading and
choosing two strategies for independent reading prior to group conversations. [Annotation, Wordle,
Something-Happened—And—And--So, or Analysis Matrix.]
Independent
Practice
Mini-Task: Read 3-5 Op-Eds and discuss the issues, arguments, biases, and audiences. Talk-back to
the Op-Eds in the reader’s notebook as well as use strategies and tools the group selects to delve
deeper into the design of the arguments.
Mid-Workshop Mini-Task: Model “Making Meaning Protocol” to be used in literature circles after
reading articles.
Share
Exit Slip
Preparing to Share Task:
 Identify an idea or argument that connects to you personally.
 Create an Author Claim Card: 1) on one side of a 3 x 5 card write author, title, and the
claim; 2) on the other side, write your name.
 On a separate 3x5 card, create a My View Card: 1) on one side write your name and your
thinking about how this claim affects you and your community; 2) on the other side,
imagine, then write, an action you might take to make a difference and have your voice be
heard on the back side of the card.
Agree—Disagree Search and Talk Rounds: Collect and distribute the ½ of the 3x5 Author Claim
cards to ½ of the class. [Students whose card you are distributing should not receive a card.]
Students will read the author’s claim and determine if they agree or disagree with it. Then search
for the individual who read this article and created the card. Students will talk about their views on
the subject. The individual who has read the article will give evidence from the article on the
author’s view, but they will both provide evidence from their own lives that agree or disagree with
the author’s view. Do the same process with the 2nd half of the Author Claim cards.
Exit Slip Task:
What ways can you imagine to express your opinions to your friends, family, or community? How
has the reading, writing, and conversations you have had the last few days helped you imagine
these possibilities?
FORMATIVE ASSESSMENT TASK #1
READING
IMMERSION
13
Annotation Self-Assessment Task: What strategies or techniques do Op-Ed authors
universally use? After studying a series of Op-Eds, in your literature circle group, identify
the common elements and evaluate which Op-Ed most effectively combines these
elements to create a valid line of reasoning. L2. Explain how the writer’s combination of
elements is effective. L.3 Consider explicit and implied evidence, diction and bias, and
audience awareness.
ELA Grade 10
Writing the Argument—OP-ED
July 2011
WRITER’S NOTEBOOK
Session 5
Exploring a Belief with Emotions
Writers of Op-Eds develop a habit of engaging with and responding to the world.
Teaching
Point
5.1
Teacher Model and Think-aloud: Reading the World—Adapted from Donald Graves
1.
2.
Active
Engagement
Teaching Point
5.2
Independent
Practice
Share
Exit Slip
14
Teacher selects a 12 hour period of time. [10:00 am to 10:00 pm last Sunday]
Teacher models writing an event-by-event summary of what happened at 10:00 am. Some
time will be skipped due to the personal nature of events. Then write a next-event at 10:30
am and so on.
Students work individually.
1. Students follow step-by-step writing what happened at 10:00 a.m. and then write a nextevent that will occur at different times for each student.
2. Students will then have 15-20 minutes to move through their day capturing events and
important things they saw, heard, or did. Encourage them to write things they might
ordinarily not consider worth writing down: a sign on the road, a commercial on the radio
or TV, a comment by a relative, stranger, or friend.
Writers of Op-Eds ask: What do I do with this issue/problem/conflict? What does it do to me?
They use these questions to develop an inquiry in which they research texts (print, digital, visual) to
develop claims and counterclaims on the issue/problem/conflict of personal interest.
Mini-Task: Reread the events lists and ask questions to determine a claim about the world.
1.
Teacher models rereading and questioning the list write. Ask an initiating question using
stems that start with Why, How, or When. Be aware that the questions you write might
lead you to a claim about some aspect of your life. For example, you might have written
about the changing gas prices. Today gas was $3.29 a gallon and on Friday you filled your
tank with gas that cost $3.99 a gallon. The question might be: How can gas prices change
so rapidly? This will lead you to additional questions and eventually a claim. Regulation of
gas prices is necessary to reduce scalping by local gas sellers or companies.
2.
Students write additional questions and finally a claim about 2-3 spots in their day.
Intervene to Create a Metacognitive Habit: Ask two questions to encourage students to explain
their decisions and their process for using the strategy. This explanation is an oral rehearsal for the
exit slip at the end of the hour.
1. Initial Questions: What spots seem interesting to you? Tell me about why they seem
interesting.
2. Follow-up Question: How is it going?
Preparing to Share Task: Reread your writing. Select one spot that you described, questioned, and
created a claim for.
Turn and Read: Read the spot, questions, and claim to your partner. After each of you have read
your work, talk about your reaction to the claims you have written.
Exit Slip Task:
Are you more aware of your own ideas/problems/conflicts or the ideas/problems/conflicts that
exist in your community?
 If so, what are you doing in class that helps you see the world in a different way?
 If not, what do you already do that helps you see the world with a critical eye?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 6
Exploring a Idea/Problem/Conflict in a Dialogue with Self
Preparation
Teaching
Point



Create a Chart of the Sentence Stems for a Dialogue with Self .
Assess student readiness to research a claim that will develop by personally engaging Op-Ed.
Consider doing this session or researching and/or designing additional exploration sessions
before moving on to drafting an Op-Ed.
Exploring the multiple angles of an issue/problem/conflict leads to a personal inquiry.
Think-Aloud/Model: Model the process of creating a dialogue with self to explore the angles of a
claim. Also, model the attitude for deeper thinking.







Sentence Stems for Dialogue with Self
Writing Forward
Writing to Rethink
It seems to me
 But
Now,
 However
In any case
 Still, this could be viewed in another way
This is especially true
 What’s worse/better
Yes, but
 Completely unrelated but
Maybe the most important
 That view misses
Let me explain
QUESTIONS TO PUSH DEEPER OR KEEP GOING
 Open-ended questions that can’t be answered with a “yes” or “no.”
 What, How, Why, Where questions.
 What if…
 What would my mother (father, sister, brother, teacher, friend, minister, grandmother)
say?
Active
Engagement
Preparation Task: Reread the claims from yesterday and select one claim that seems to be most
interesting.
Independent
Practice
Turn and Talk: Read the claim to a partner and state the stems you plan to use to get started.
Mini-Task: Commit to writing 2 pages to explore an idea/problem/conflict in a dialogue with
yourself. Use the stems to create the dialogue that encourages a writer to explore multiple views on
a belief and push deeper into understanding the belief and finding a personal insight.
Share
Intervene to Create a Metacognitive Habit: Ask two questions to encourage students to explain
their decisions and their process for using the strategy. This explanation is an oral rehearsal for the
exit slip at the end of the hour.
1. Initial Questions: What sentence stems or questions did you decide to use?
2. Follow-up Question: How is it going? OR What are you finding?
Preparing to Share Task: Reread your writing. Highlight the new ideas that emerged on the
idea/problem/conflict as you wrote. Write evidence in the margin if you know you have facts,
opinions of authorities, or personal experience that will support your thinking.
Turn & Talk: Use the pause and paraphrase series to do the following:
1. Partner 1 reads the original claim and the new idea that emerged.
2. Partner 2 asks a question using one of the following stems:
15
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Exit Slip
16
 You’re thinking…
 You’re wondering…
 You’re valuing…
3. Partner 1: Talks back to the paraphrase.
4. Partner 2: Asks a question.
5. Partner 1: Talks back to the question.
Switch to Partner 2.
What strategy or habit that you used today helped you explore your claim? Why was this habit or
strategy effective?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 7
Researching a Claim using Primary and Secondary Research Techniques
Researching an idea/problem/conflict using both primary and secondary research.
Teaching Point
Provide time and resources for students to plan a primary research study and do secondary
research online.
Active
Engagement
Turn and Talk: What primary research can you use or seek to support your claim about a problem,
issue, or idea that matters to you?
Independent
Practice
Mini-Task: Students will do online research to gather information to support their claims. They will
also devise a plan for collecting primary research.
Intervene to Create a Metacognitive Habit: Ask open-ended questions to encourage students to
explain their decisions and their process for researching their problem/issue/idea. This explanation
is an oral rehearsal for the exit slip at the end of the hour. To encourage students, talk to them
about the information they are finding in secondary or primary research.
Turn and Talk: What have you found? What seems to be most important?
Share
Exit Slip
17
Partners take turns reading a few findings they have collected in their primary and secondary
research efforts. The listener will extend the information by adding knowledge they have to the
findings being shared.
Which type of evidence seems most convincing? Primary or Secondary? What criteria are you using
to identify a strong piece of research that you know will support your claim? How did you come to
these criteria?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
PROJECT FOLDER
Session 8
Writing Under the Influence of a Mentor Text—Close Reading
Preparation

Copy two Op-Eds student have already studied and valued as effective. Select essays that have
two different structures and include the argumentative elements in different orders.
Op-Ed writers use a variety of elements to structure and develop a line of reasoning.
Teaching
Point
Think-Aloud/Model: Reread the first half of an essay students have studied. Think-aloud as you
name the argumentative elements the writer uses.
Preparation Task: Reread and identify the argumentative elements in the rest of the article.
Active
Engagement
Independent
Practice
Share
Turn and Talk: Share your findings to see if you found the same or different elements. Come to
consensus on the elements in the Op-Ed.
Report Out: Create a chart of the structure of the essay. List the order of the elements as they
appear in this essay.
Mini-Task: Read and annotate the second essay using the same process.
Intervene to Create a Metacognitive Habit: Ask open-ended questions to encourage students to
explain their decisions and their process for using the strategy. This explanation is an oral rehearsal
for the exit slip at the end of the hour.
Report-Out: Collaboratively create a chart of the sequence of argumentative elements. Discuss
the obvious differences in the two Op-Eds based on the sequence of elements.
Turn and Talk: Research with a partner to answer the following question: What other ways are the
Op-Eds different?
1. Personal Experience
 Does the writer include a personal story or example?
 How many personal stories or examples are used?
 Where is the personal evidence in the essay?
 Does the writer include primary research that sounds like facts?
2. Claim
 Where is the claim placed?
 Does the writer use supporting claims/strong statements that clarify the claim or create a
new angle on the idea to convince a reader?
3. Facts and Quotes from Authorities
 How many secondary sources are included?
4. Counterclaim, Qualification, or Rebuttal
 Does the writer include a counterclaim, qualification, or rebuttal?
 Where is it placed?
5. Questions
 How many questions does the writer use?
 Where are they placed?
Exit Slip Task: When you read closer to understand a writer’s smaller moves in a text, what
challenges do you face? How are you dealing with this challenge?
Exit Slip
18
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 9
Experimenting with the Decisions of Essayists to Draft
Teaching Point
Active
Engagement
Independent
Practice
Experimenting with the structure of an effective Op-Ed can serve as “one way” to write the first
draft of an essay.
Teacher Model and Think-Aloud: Write in front of students demonstrating how you will use one of
the essay structures to write under the influence of a writer’s structure.
1. Discuss plagiarism and tell students to label this write giving credit to the writer who
designed the structure they are trying.
2. Write “After [Title of Essay & Author]” at the top of the page.
Turn and Talk: Share the essay structure you plan to use and explain why it might help you draft
your Op-Ed.
Mini-Task: Use the Something-Happened—And—And—So Summary strategy to plan an OP-ED.
Then write a first draft. Label the elements you are using in the margin in a step-by-step way.
Intervene to Create a Metacognitive Habit: Ask open-ended questions to encourage students to
explain their decisions and their process for using the strategy. This explanation is an oral rehearsal
for the exit slip at the end of the hour.
Share
Exit Slip
19
Preparing to Share Task: Reread your essay and add missing words or details if you like.
Turn, Read & Respond: Partners take turns reading the draft to each other. The listener will state
the claim and the element in the essay that most effectively illustrates the claim.
Exit Slip Task:
How did writing under the influence of a writer’s structure impact your ability to write a first draft
of an essay? Explain your answer with specifics from your draft.
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Something-Happened—AND—AND—SO
SOMETHING
HAPPENED
AND the author
studied the
problem
AND the author
had a personal
connection
SO he made
a claim
Adapted from Summarization in Any Subject by Rick Wormeli
20
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 10
Using An Argumentative Elements Menu to Design an Essay

Preparation
Teaching
Point
Active
Engagement
Independent
Practice
Share
Exit Slip
Copy Argumentative Elements Menu for students to put in their notebooks, or create an anchor
chart.
Op-Ed writers identify an audience in order to make choices using common and unique
elements to design the structure of their essay. The combination and order of elements
enables writers to draft a convincing Op-Ed that establishes a line of reasoning.
Think-Aloud/Model: Model how you selected a series of elements and connecting them to write an
essay draft. Share the order and reasoning for your essay structure. If you like, also share your
essay. Some possible approaches to designing an essay structure with Argumentative Elements
Menu:
1. Design an order based on the kinds of evidence the student has compiled.
2. Design an order that will require the student to stretch themselves using commentary,
counterclaims, thoughts, or insight.
3. Design an order as you write being open to new ideas after writing each element.
Focus Question/Task: How do you want to start your essay? What are the next 2-3 elements that
you will add to that beginning? Why do you think that order will be effective?
Turn & Talk: Share your order and your reasons for creating that order. Listeners suggest what they
think might be a “next” element to add. Explain how this element will connect to the beginning and
why you would use it.
Mini-Task: Design an essay structure using Argumentative Elements Menu. Use the structure to
write a first draft. Annotate the draft with the decisions/elements you have selected.
Mid-Workshop Lesson: Point to elements that are required in an effective Op-Ed and also appear in
the writing of their peers. Look for effective use of evidence and warrants to share with the class.
Preparation Task: Identify a section of your Op-Ed that seems most effective. What elements have
you combined to make it effective? Why is this combination effective?
Turn, Read and Respond: Partners take turns reading their first drafts. Listeners point out the spot
that seems most interesting. Try to repeat phrases or lines from the essay. Explain why it is
effective.
Option A: What decisions did you make during planning or writing that had a positive impact on
your draft? Why were they effective? How might you use them again?
Option B: What challenge did you face during planning or writing that you resolved as you
drafted. How did you resolve it? What did this challenge teach you about writing or being a
writer?
21
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Argumentative Elements Menu
Essayists make many decisions while planning, drafting and revising an essay.
These decisions create the structure and determine the best evidence to use
and how to craft that evidence. In addition, these devices develop the line of
reasoning and develop the argument with explanation and comments. Below is
a menu of elements that you can find in published essays and the purpose the
elements serve. Notice that many elements can be used for multiple purposes.
Elements
CLAIM
COUNTERCLAIM
EVIDENCE
 Personal Experience
 Facts: primary research
 Facts: secondary research
 Quote from Authority
WARRANT: explanation or
reasons
Qualification
Rebuttal
Questions
Emotional Appeal
22
ELA Grade 10
Required
Element
Used for
Evidence
Used for
Engagement
Used to
Increase
Validity
x
x
x
x
x
X
x
x
x
x
x
x
x
x
x
x
x
x
Writing the Argument—OP-ED
July 2011
Session 11
Revising the Line of Reasoning by Evaluating the Essay’s Order
Preparation
Teaching
Point
Active
Engagement
Independent
Practice
Share
Exit Slip


Make copies of a student essay that has not been studied or annotated.
Gather scissors for small group work or cut essays into paragraphs and provide a complete
essay (cut into paragraphs) to each small group (3-5 students in each group).
Op-Ed writers create a line of reasoning as they order the elements in their essay. This order
creates the logical relationship of the primary and secondary evidence, claims, counterclaims, and
warrants (reasons).
Think-Aloud/Model: Return to an essay that students have already annotated. Think-aloud the
logical relationship of the essay’s order. Create a theory about why the author created this order
and how the order connects the stories, comments, claims, counterclaims, and insights. Do this for
one-half of the essay.
Preparation Task: Read the rest of the essay. Notice the connections the writer makes with the
order of the paragraphs. Create a theory about why the author would have used this order and how
it creates a clear line of reasoning to support the essay’s claim.
Turn & Talk: Compare your theories with a partner. Come to agreement on your theories about the
connections created by the order of the paragraphs and how these connections develop a logical
line of reasoning.
Mini-Task: Reread your essay. Consider if the order effectively creates a line of reasoning. Cut the
essay and reorder it or insert additional comments, counterclaims, insights, or stories to increase
the clarity of your line of reasoning. Tape or glue the final essay in order. Feel free to cut irrelevant
stories or comments that do not make strong connects to support your claim. You may find that you
alter your claim as a result of this work.
Mid-Workshop Lesson: Check for understanding as you confer around the room. As you find
students who have made effective choices to cut and add or cut and reorder their essays, share this
thoughtful work with the whole class.
Preparing to Share Task: Count the number of changes that you made. Select a single change that
seems most effective. Determine how these changes improved the logical connections that help a
reader understand the line of reasoning you are using to support your claim.
Turn and Talk: Read the entire revised essay. Point to the section you saw as the most effective
change. Explain how and why you made the change that seemed most effective to a partner.
Option A: Making decisions requires that a reader develop a self-critical eye. What do you know
that helps you notice the places your writing is effective or notice the places your writing needs
revision? Explain your answer using evidence from your revised essay.
Option B: Students should write a reflection that explains their line of reasoning and defends their
final order. It will sound like, “I wanted the reader to think about ____________, and then see, that
there was another way to think as well. So my second story is really a counterclaim that adds a new
view (angle) on belief. The write that defends the line of reasoning needs to be modeled by you.
Formative Assessment Tasks
Development
of Ideas—Planning
and Drafting
23
Project Folder Self-Assessment Task: After writing and revising your Op-Ed, trace the diction
to determine explicit and implied bias. Consider the effectiveness of this choice of diction and
devise a revision plan to reduce bias and increase validity. In a brief reflection, state how the
elements connect to argue your claim about this issue/problem/conflict in a logical way.
Review the rubric and consider three areas in your reflection: 1) Focus; 2) Controlling Idea; 3)
Development.
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Session 12
Revising for Stories that Serve as Effective Evidence

Preparation

Teaching
Point
Identify a mentor text that has been previously read and annotated by students. Consider an
OP-ED that has observable word choice that balances emotional appeal and logic in its word
choice. Or select the video of a speech that makes an argument and contains emotional appeal
and a clear bias.
Select an OP-ED students have never read that contains emotional appeal and a bias that
students can identify.
Op-Ed writers evaluate their essay for bias and validity. They trace the diction and methods
of appeal to reduce or control emotional appeal and develop a logical argument.
Teacher Think-Aloud/Model: Point out one piece of supporting evidence that is slanted to appeal
to a reader’s emotions. Name it as one of the following ways to slant a personal experience:
1. Feel the pain
2. See me and my problem more clearly
3. And then I saw the light
Then notice the words and details that emphasize the emotional or physical pain and require a
reader to see the reality of a problem on a personal level; or offer a vulnerable and honest
statement of the journey from confusion to clarity. State the bias the author is revealing in his
appeal?
Respond to Think-Aloud: Does the writer’s bias and emotional appeal work?
Active
Engagement
Independent
Practice
Share
Exit Slip
24
Preparation Task: Read the next piece of evidence. Does the writer use emotional appeal? If so,
what kind is it? What word choice and detail inclusion makes the evidence grab a reader’s
emotions? What is the bias of the author?
Turn & Talk: Compare your analysis of the piece of evidence. Come to consensus—Does the
emotional appeal work? Is so, how does the author make it work?
Mini-Task: Re-read their Op-Eds and identify the evidence that uses emotional appeal. Annotate the
draft with post-it notes or attach notebook paper to the draft. Do the following:
1. Analyze the type of appeal the writer is using and the diction and details that create the
appeal.
2. Identify the bias.
3. Evaluate the argument’s effectiveness and validity.
Revise your Op-Ed to improve the argument’s validity.
Mid-Workshop Lesson: Ask students; What kinds of emotional appeals do you use? What is your
bias?
Turn, Read, and Respond: Writers will read the original and the revision of one piece of evidence
you revised today. Listeners will respond to the revision by naming the type of appeal and point to
diction and details that make it effective.
What challenge did you face as you revised your OP-ED today? How did you resolve this challenge?
Why was this resolution successful?
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Preparation
Teaching
Point
Session 13
Editing to Ensure Sentence Clarity and Sophistication
 Determine which sentence editing activity is appropriate for you students.
 Copy the step-by-step process for students to edit their work independently.
Editing accomplishes more than correcting spelling and inserting punctuation. Writers carefully
review their writing at the sentence level to determine if the sentences are clear and complete
and/or to ensure they have a variety of sentences to engage a reader.
Mini-Task: Review your sentences for clarity and/or variety.
Independent
Practice
Preparing to Share Task:
Share
Exit Slip
Menu of Editing Lessons
Sentence Work I: Creating clear and specific sentences.
1. Count sentences. Use capitals and periods to count sentences.
2. Count words in each sentence.
3. Read sentences aloud to determine if they are clear, specific, and the “right” length.
4. Add periods and capitals to clarify sentences.
Sentence Work II: Creating sentence variety using a mentor text.
1. Study the syntax of a mentor text
 Look at the first words of every sentence in the 2nd paragraph.
 Is there a pattern? Repetition?
 How are the sentences connected to each other? Do they have transitions at the
beginning?
2. Study the syntax of your draft
 Look at the first words of every sentence in the 2nd paragraph.
 Is there a pattern? Repetition?
 How are the sentences connected to each other? Do they have transitions at the
beginning?
3. Re-write the sentences by making any of the following choices:
 Reduce repetition by changing the first words in the sentence
 Flip the order of the sentence
 Add transitions that connect the sentences and create a relationship
 Add repetition to create a pattern
 Combine sentences to create longer connected sentences
 De-combine sentences to create shorter sentences that have power and impact
4. Read another paragraph and decide what kinds of changes will improve the quality of the
sentences. Make those changes.
25
ELA Grade 10
Writing the Argument—OP-ED
July 2011
Bibliography
•
•
•
•
•
•
•
•
Allison, Jay and Gediman, Dan (edited by). This I Believe II: More Personal Philosophies of
Remarkable Men and Women
Atwan, Robert. America Now: Short Readings from Recent Periodicals
Bailey, Rick and Denstaedt, Linda. Going Places
Graff, Gerald and Birkenstein, Cathy. They Say…I Say: The Moves That Matter in Academic
Writing
Lunsford, Andrea A., Ruszkiewicz, John J., Walters, Keith. everything’s an argument with
readings
Rex, Lesley A., Thomas, Ebony Elizabeth, and Engel, Steven. “Applying Toulmin: Teaching
Logical Reasoning and Argumentative Writing”
Toulmin, Stephen E. The Uses of Argument
Wormeli, Rick. Summarization in Any Subject.
26
ELA Grade 10
Writing the Argument—OP-ED
July 2011